MBR BEGINNING READING PROGRAM
UNIT I - LESSON 1

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OBJECTIVES:

  1. Introduce the reading program to the students
  2. Introduce the first words "house", "A" and "a"

MATERIALS:
  1. Pocket chart
  2. Twelve 5"x8" (or 3"x9") cards and a black marker to make the following word cards. Make sure the lettering is large and neat.

  3. Pictures on 5"x8" index cards

  4. Worksheet 1-1A

WORD SIGNS:



PROCEDURE:

  1. Introduce The MBR Beginning Reading Program
    1. Tell the students that they are going to learn to read with games and sign language.
    2. Explain that sign language is talking with your hands.
    3. Explain that people who can't hear are the main users of sign language. But sign language also helps hearing people like us remember words because the signs illustrate the words. For example the sign for "up" is to simply point your finger up and the sign for "car" is to simply move your hands as if steering a car.

  2. Introduce The Word "house"
    1. Start by showing the picture of a house. Have the students identify the house. If there are second language learners, be sure "house" is identified in both English and the primary language but put the emphasis on the English.
    2. Demonstrate to the students the sign for "house". Explain the fact that the sign for "house" resembles the roof and sides of a house. Make sure all the students can correctly sign the word "house" as they say it.
    3. Now show the students the word "house" and explain that "this is the word for house". Have the students say and sign the word "house" again as you hold the word next to the picture. Then put one of the word cards for "house" in the pocket chart below the picture of a house.

  3. Introduce The Word "a"
    1. Introduce the word "A" by showing a word card with the upper case "A" and a word card with the lower case "a". Explain in both English and the primary language that "A" is "capital A" and "a" is "little a". Then demonstrate the meaning of the word "a" by saying phrases that illustrate its meaning like "a table" as you point to a table. Encourage the students to give examples. Be sure second language learners know the meaning of the word.
    2. Place the word cards for "A" and "a" in the pocket chart with "a" below "A". Then demonstrate its sign. Make sure all the students can correctly sign "a" as they say it.

  4. Matching Activity
    1. After you finish introducing the words "house", "a" and "A" put one copy of each of the words "house", "A" and "a" in the pocket chart as follows and tell the students we will now be playing a Matching Game
    2. Demonstrate how to match by taking a copy of the word "house" and placing it below the word "house" in the chart as you pronounce and sign the word.
    3. Then take a card with "A" or "a" and place it beneath the "a" in the pocket chart.
    4. Now call on individual students to come up to the pocket chart and match a word.
    5. After the student matches one of the words correctly have the whole group pronounce and sign the word.
    6. Continue until all copies of the word "house", "A" and "a" are in the chart.

  5. Game - Concentration
    1. Place two copies of each of the words "house", "a" and "A" in the pocket chart turned around so the students cannot see the words. You may also want to add two cards with happy faces.
    2. Then have the students take turns turning over two cards in the chart to see if they can find a matching pair. Each time a student turns over a card have him and the rest of the group pronounce and sign the word. If the two words that are turned over match, the student keeps the words. Otherwise they are put back in the chart.
    3. Make sure to praise or clap for each student whether or not the cards match. If the cards do not match you can tell the student he still did a great job because he signed and read the words. Continue the game until all the cards have been matched.
    4. End the game by having each student with a matched pair of words give them to you as the whole class pronounces and signs the word.

  6. Review
    1. Call on each student to read the words that were introduced in the lesson. If a student forgets a word, show her the sign to help her remember. Most of the students will remember the words without prompting or signing.
    2. Make sure each student both signs and pronounces each word.

  7. Seat Work
    1. Have each student read the title and color the picture in Worksheet 1-1A.

FOLLOW-UP:

  1. Review Sessions
    1. After the lesson is over, pin up copies of the day's words around the room where the students can see them.
    2. Have the students say and sign the words at least twice during the day. By the next morning most - if not all - of the students should know the words.

  2. Homework
    1. Give each student a duplicate of Worksheet 1-1A to read and color at home.
    2. Tell the students to show their families how to read and sign the words.